class: middle, centre background-image: url(tutorials.jpg) background-size: cover .bigtext[Induction Session for Maths Tutors] --- # Outline * Ethos and Expectations * Tutorials: General Aims * Before the Tutorial * The Tutorial itself * After the Tutorial * Marking --- # Ethos and Expectations * Department will * Provide students with a research-led education in mathematics, training them as part of a community of professional practice. * Provide opportunities for students to develop further their general skills in communications, problem-solving and critical thinking and the ability to work independently. --- # Ethos and Expectations * Students will * Engage actively with the learning opportunities provided for them. * Take responsibility for their own learning, working to understand material through independent study and practicing skills through assigned exercises. --- # Aims of a tutorial * Help students resolve difficulties in understanding * Increase their problem solving skills * Develop communication skills in maths, ability to express an argument clearly and coherently * Increase mathematical confidence * Increase interest in mathematics * Enable students to give feedback on their courses and how they are coping --- # Aims of a tutorial * Every student should leave the room understanding something they didn't know * Students should be solving stuff either for themselves or in groups * Students should be prepared to present results * **A GOOD TUTORIAL SHOULD BE A MATHEMATICAL CONVERSATION IN WHICH ALL PARTICIPATE** --- background-image: url(workflow.png) background-size: contain --- # Before tutorial (Lecturer) * Lecturer must provide tutor with problem sheets * Lecturer must provide tutor with a list of questions set for homework (**don't touch**) * Lecturer must provide tutor with a list of questions to be attempted in tutorials <!--* It should be clear whether some/all of these should have been prepared before hand --> * The list is not binding - it may be you cannot cover all the questions * You may need to use other questions on the problem sheet as well * It is good practice for the lecturer to regularly email the tutor about the progress of the course --- # Before tutorial (Tutor) * Look through tutorial and homework problems * Solve the problems set for tutorials * preferably yourself to understand tricky points * compare with lecturer's solutions * think about what needs explaining to students * Mark homework (if 1H tutorial) * Enter homework marks into "records" database * Print off sign-up sheet from "records" database * attendance at tutorials is **compulsory**! * Before the first tutorial have a look at the room (if white-boards consider taking pens) --- # The First Tutorial * Look cheerful not terrified! * Introduce yourself * Find out students' names * If you are marking homework, find out when the lecturer sets it, and negotiate when (enough time for them to do it, enough time for you to mark it!) and where (under/on your door) it should be handed in --- # The First Tutorial * State whether or not you expect tutorial questions to be prepared before hand * State that they are expected to bring their notes (and be familiar with them) and bring the problem sheet every week * Emphasise that tutorials are meant to be **interactive** and that all should come prepared to participate (but be gentle and encouraging about this - there are some shy flowers out there!) --- # During the Tutorial * If you have homework, hand back the homework. * You can give verbal homework feedback either individually or as a group, if there was some particularly tricky point. * **And then it is up to you!** --- # During the Tutorial Good methods: * Students volunteer to go to board and give their solution to prepared problems * Tutor works through a problem on the board, but volunteers people to assist with various parts of the calculation * Split the tutorial into groups of e.g. 3/4 and let them work on same/different problems. Can be done on tables (in which case present results afterwards to everyone) or at boards (if enough board space) --- # During the Tutorial Less good methods: * Tutor writes up numbers of problems to be attempted on board, students attempt problems, tutor circulates giving one-on-one help. * Tutor writes up solution on board --- # Things to Avoid * Turning the tutorial into a mini-lecture - tutorials should be interactive * If you find yourself spending most of the time copying out solutions stop! Better to cover fewer questions * Setting questions, then sitting at front playing with your mobile phone, before finally writing up the solutions in the last 5 minutes * Letting the smart student answer all the questions --- # After the Tutorial * Enter attendance into the records programme. * Reflect on how things have gone (especially if you have more than one group) * See a student outside a tutorial if they ask for help * Students will fill in Questionnaires at the end of term. --- # Outside the tutorial * You are paid for more than the contact hour. Some of this may be preparation but also a limited time to deal with student questions outside tutorial (i.e. student stuck on problem) * Be helpful, but look for evidence that student has tried the problem and tried to help themselves first * If you have concerns about a student, consider talking to their Advisor/Course Director/Lecturer/Me --- # Help with Tutorials * Each grad-student is assigned a mentor (often the second supervisor) - please discuss tutorials with your mentor * The tutor is observed by the mentor, who can give feedback and support * Look at questionnaires to get feedback on how things went --- # Marking * Aims * Help student assess how they are performing * Clarify any misconceptions * Help student to set out work correctly * NSS Survey on "Assessment and Feedback" * Feedback on my work has been prompt * I have received detailed comments on my work * Feedback on my work has helped me clarify things I did not understand --- # Marking * A = 80% - 100% excellent, minimal problems * B = 60% - 80% good, minor problems * C = 40% - 60% pass, serious problems * D = 20% - 40% fail, extremely serious problems * E = 0% - 20% complete failure --- # Marking * Provide detailed comments * Indicate where a student has gone wrong * You do not necessarily have to write correct solution on students work, but at least enough for them to see how to begin to construct correct solution * **Be encouraging**, not discouraging. Praise good solutions. --- # Questions?